Download Embryonic Development - Fleming County Schools

SMS Unit of Study Course:
Unit Title:
Science
Embryonic Relationships
Teacher(s):
Unit Length:
Cindy Combs and Sadie Hamm
9 Days
Unit Overview
Focus Question: What embryological evidence can show relationships between species?
Learning Objective: The student is expected to analyze displays of pictorial data to compare patterns of similarities in the embryological
development across multiple species to identify relationships not evident in the fully formed anatomy.
Standards Set—What standards will I explicitly teach and
Summative Assessment—How will I assess my students after explicitly
intentionally assess? (Include standard number and complete
teaching the standards set? (Describe type of assessment).
standard).
MS-LS4-3 Analyze displays of pictorial data to compare patterns
of similarities in the embryological development across multiple
Ø Unit Exam- Multiple Choice, Short Answer, Extended Response
species to identify relationships not evident in the fully formed
anatomy.
MS-LS4.A.3 Evidence of Common Ancestry and Diversity:
Comparison of the embryological development of different
species also reveals similarities that show relationships not
evident in the fully-formed anatomy.
Patterns in Data-Graphs, charts, and images can be used to
identify patterns in data.
Empirical Evidence-Ask questions that require sufficient and
appropriate empirical evidence to answer.
Construct, Analyze, Interpret-Construct, analyze, and/or
interpret graphical displays of data and/or large data sets to
identify linear and non-linear relationships.
Common Core ELA/Literacy
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or
SMS Unit of Study descriptions.
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g.,
in a flowchart, diagram, model, graph, or table).
RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from
reading a text on the same topic.
RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or
technical context relevant to grades 6-8 texts and topics.
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g.,
in a flowchart, diagram, model, graph, or table).
SL.8.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
Common Core Mathematics
None
Program Review, FAL, & LDC Connections—How will I
integrate writing and/or arts & humanities or PLCS in this unit?
What FAL or LDC Module is included in this unit?
Vocabulary—What content vocabulary words (Tier 3) are essential?
Anatomy
Embryological Development Cladogram
Instructional Sequence
Day/Date
Standard #
Daily Learning Target(s)
Instructional Activity
Formative
Assessment
SMS Unit of Study Day 1/
MS-LS4-3
MS-LS4.A.3
ü I can explain
embryologic
development.
Teacher: Introduce Focus Question: What embryological
evidence can show relationships between species?
Students: View image and discuss the following
questions:
1. Which physical properties help you identify the
objects in the picture?
2. What are some similarities and differences between
the objects?
3. What can you infer about the origin and history of
these objects based on what you know and can
observe?
Students will Journal responses the discussion questions.
Teacher: Use pre-discussion question “What is an
embryo?” to engage students in the lesson. Show video
clip of chicken developing. After video, give each student
an embryo card or a director card.
Students: Watch the video clip of a chicken developing.
After watching the video, directors will lead the class in
organizing themselves in the correct order for
development.
Teacher: Discuss activity and results as a whole class.
Teacher/Students: Create PDSA.
Students: Homework-Read article Where do Bat Wings
Come From? Answer MC Questions and be ready to
discuss in class tomorrow.
FA- 1. Class
Discussions
SMS Unit of Study Day 2-4
MS-LS4-3
MS-LS4.A.3
ü I can create and use
a model to explain
similarities in
embryological
development.
Teacher: Use homework to discuss embryologic
development. Use the pre-activity discussion questions
below to engage students in lesson.
FA-2 Analysis of
Text
FA-3
1. What are some examples of invertebrate
Model/Questions
organisms?
2. What are some examples of vertebrate organisms? (Scored)
3. What are the characteristics of vertebrates and
invertebrates?
4. Focusing on the characteristics of vertebrates,
prepare a two-column table in your lab journal. In
the left column, write down each of the vertebrate
characteristics in one of the table rows. In the righthand column, briefly describe how you think that
adult characteristics can be seen in an embryo.
Following the discussion, distribute the printed materials
and project the picture of the Developmental Homologies
on a classroom screen. Review and discuss the parts of the
picture, making sure that students understand the
vocabulary terms used. These are the similarities found in
all vertebrate embryos. Review classification and
characteristics of vertebrate animals with students. The
characteristics should include what is found in the picture
and also amniotic fluid for developing embryos.
Set expectations for peer review and feedback.
Students work in groups of four to complete this task.
Students: Working in groups of four, design and construct
a model of a basic embryo of a vertebrate using materials
provided by teacher. Follow directions on sheet provided
to label and peer review models. After all models have
SMS Unit of Study been reviewed, revise your model as a group.
Individually, draw a diagram of your model and answer
the following questions. Turn in for a formative
assessment grade.
1. What changes did you make to your model based
on feedback from the comment sheet?
2. What similar embryonic characteristics of
vertebrates are reflected in the model?
3. List one characteristic with the common function
of keeping the body stable, which develops as a
different characteristic between vertebrates and
invertebrates.
Day 5-6
MS-LS4-3
MS-LS4.A.3
ü I can compare
embryos of plants at
different stages of
development.
Teacher:- Prepare seeds 30 days ahead of time for
investigation.
1. Do plants develop from embryos like animals do?
2. Where is a plant embryo located?
3. Do plant embryos resemble adults or do plant
embryos share similarities but, as with vertebrates,
look different as adults?
Show students a diagram of a bean seed germination.
Students: Discuss the diagram of the bean seed
germination with your table partner. Identify similarities
and differences in the days. What questions do you have?
Discuss aloud as a class.
Working with a partner, follow directions for dissecting
FA-4 Constructed
Explanation
SMS Unit of Study seeds at different stages of development. Put all data in
your journals and answer the following questions:
1.
2.
3.
4.
How did the seeds compare to each other?
Compare the embryos of the different plants.
How did the plants change over time?
Was there a difference in the leaves or stems of the
different plants?
After analyzing all data, individually, write a scientific
explanation on how the beans compare over time? (FA-4)
Teacher:- Monitor students as they work through the lab
investigation asking guiding questions. Provide feedback
on questions and assist with explanation as needed.
Day 7-8
MS-LS4-3
MS-LS4.A.3
ü I can identify
patterns in data and
organize images into
developmental
stages.
Teacher: Use the student reference cladogram to
introduce students to reading cladograms. Allow students
time to practice reading the cladogram. Discuss the
following questions.
1. Name two different kinds of animals and identify
at least one characteristic that makes them different
from each other.
2. What is a cladogram?
Students: Create a data table and cladogram template in
your journal. Working in groups of 3-4, organize a set of
embryonic development cards in order. Compare your
organization with another group and make changes as
SMS Unit of Study needed.
Next, identify the key characteristic that indicates a
divergence for one of the animals compared to the rest at
the same development stage. On your cladogram, write the
symbol of the divergent animal at the end of the branch
and list the shared characteristic at the open circle just
above that node.
Lastly, obtain a set of identity cards. Match the cards to
each of the symbols. Complete your data table and
cladogram. Answer the following questions in your
journal.
1. What does the cladogram infer about the
relationships between those five organisms?
2. Based on your findings, which two organisms
would you conclude have the closest relationship
out of the five you studied? Explain.
3. Even after one organism branched off from the
group, that divergent organism may have later
shown similar growth characteristics to the others.
Why do you think that is the case?
4. Consider just one of the animals featured in the
Embryonic Development Cards. What is another
organism that seems like a closer relative to your
chosen animal compared to the other four animals
included in this activity? If you could follow the
complete cycle of development for those two close
cousins, what characteristics would be initially
shared in their branch off from the original card
group? What characteristics would you look for
that indicated divergence between the two cousins?
SMS Unit of Study Day 9
MS-LS4-3
MS-LS4.A.3
ü
Students: Take Unit Exam.
SA-1 Unit Exam